scholarly journals PENGARUH COOPERATIVE LEARNING (TPS) DAN KETERAMPILAN BERPIKIR KRITIS TERHADAP HASIL BELAJAR IPA SISWA

2020 ◽  
Vol 5 (2) ◽  
pp. 171-177
Author(s):  
Taufik
Keyword(s):  
Cooperative Learning ◽  
Paired Sample

Penelitian ini bertujuan mengetahui:(1) Perbedaan hasil belajar IPA sebelum dan sesudah penerapan model cooperative learningtipe think pair share, (2) Perbedaan hasil belajar IPA siswa yang menggunakan model cooperative learningtipe think pair sharedan model pembelajaran konvensional, (3) Perbedaan hasil belajar IPA siswa yang memiliki keterampilan berpikir kritis tinggi dan keterampilan berpikir kritis rendah pada penerapan model cooperative learningtipe think pair share, (4)Interaksi antara penerapan model pembelajarancooperative learningtipe think pair share dan keterampilan berpikir kritis siswa terhadap hasil belajarIPAsiswa. Pendekatan dalam penelitian menggunakan pendekatan kuantitatif metode quasi eksperimen. Pengumpulan data dilakukan melalui angket dan post test.Sampel penelitiandipilih dengan teknik purposive sampling.Data dianalisis dengan menggunakan uji paired sample t-testdan two way Anova. Hasil akhir penelitian dapat disimpulkan adanya pengaruh penerapan model cooperative learningtipe think pair sharedan keterampilan berpikir kritis siswa terhadap hasil belajar IPA siswa.

scholarly journals PENGARUH PENERAPAN PEMBELAJARAN KOOPERATIF TIPE STAD TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA

GANEC SWARA ◽  
2021 ◽  
Vol 15 (1) ◽  
pp. 874
Author(s):  
NURUL AULIA DEWI ◽  
MUHAMMAD IRHAM ◽  
SARWO EDY WIBOWO
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Mathematical Problem ◽  
Learning Model ◽  
T Test ◽  
Mathematical Problem Solving ◽  
Mean Values ◽  
Paired Sample ◽  
Average Value ◽  
Before And After

      This study aims to determine the effect of the Type STAD Cooperative Learning model on mathematical problem solving abilities. The data collection technique was obtained by means of a test in the form of description questions and documentation in the form of a list of student names. The research instrument used was 3 pre-test and post-test questions. The data analysis technique used is the normality test, homogeneity, t test with the technique of paired samples t-test and independent t-test.      The results showed that, the paired sample t-test on the problem solving ability before and after treatment with STAD obtained an average value of 50.29 to 83.71 with a significance of 0.000 <0.05. This means that the students' scores before and after STAD learning have differences in the average mathematical problem solving abilities. Based on the results of the paired sample t-test on the ability to solve mathematical problems before and after treatment using conventional learning models, the average value was 44.57 to 75.79 with a significance of 0.000 <0.05. This means that there is a significant increase before and after conventional learning. Based on the results of the independent samples t-test, the mean values were 83.71 and 75.79 with a significance value of 0.009 <0.05. This means that there is a difference in the average problem-solving ability of students in STAD learning with students in conventional learning. It can be concluded that the STAD type of cooperative learning model has an effect on students' problem solving abilities in mathematics.

scholarly journals The Effect of Cooperative Learning Intentionally Structuring Model on Self-Disclosure and Self-Awareness in Physical Education Learning at School

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Dendy Stiadi ◽  
Amung Ma'mun ◽  
Tite Juliantine
Keyword(s):  
Physical Education ◽  
Cooperative Learning ◽  
T Test ◽  
Control Group ◽  
Self Awareness ◽  
Control Group Design ◽  
Self Disclosure ◽  
Paired Sample ◽  
Purposive Sampling ◽  
Experimental Group

Physical education is one of the subjects at schools that can make a significant contribution to students’ interpersonal aspect and social. One of the main aspects in developing a change in attitude is self-disclosure and self-awareness. The purpose of this study was to find out how influential the cooperative learning intentionally structuring model on self-disclosure and self-awareness in Physical Education learning at school. The method used in this study was an experimental method with a pretest-posttest control group research design. The sample in this study were 60 students of class 10 (X) from SMK N 12 Bandung divided into 2 groups by using purposive sampling techniques. The instrument used to measure self-disclosure was ESDS (emotional self disclosure scale). Meanwhile, to measure self-awarness, the self awareness scale was used. Data analysis process used SPSS version 21 with Paired Sample T-Test for hypothesis testing. The results of the analysis and calculation of the data revealed that there were significant changes between the cooperative learning intentionally structuring learning model group and the control group. It showed that giving an explanation, or intentionally structuring, to the experimental group during physical education learning could affect the increase in the experimental group far above the control group. AbstrakPendidikan jasmani merupakan salah satu mata pelajaran di sekolah yang dapat memberikan kontribusi signifikan terhadap siswa antar pribadi dan pembangunan social ). Salah satu yang utama dari pengembangan perubahan sikap yaitu keterbukaan diri dan kesadaran diri. Tujuan dalam penelitian ini untuk mengetahui seberapa berpengaruh model pembelarajan cooperative learning intentionaly structuring terhadap keterbukaan diri dan kesadaran diri  dalam pembelajaran penjas di sekolah. Metode yang digunakan dalam penelitian ini adalah experiment dengan desain penelitian pretest-posttest control group design. Sampel dalam penelitian ini berjumlah 60 siswa kelas 10 (X) di SMK N 12 Bandung yang di bagi kedalam 2 kelompok dengan mengunakan tehnik purposive sampling. Instrument yang digunakan menggunakan Instrument emotional self disclosure scale (ESDS) dan Instrument self awareness scale. Analisis data menggunakan SPSS versi 21 dengan pengujian hipotesis mengunakan Paired Sample T-Test. Hasil analisis dan perhitungan data mengungkapkan bahwa terdapat perubahan yang signifikan antara kedua kelompok model pembelajran cooperative learning intensionaly structuring dan kelompok control, dengan memberi penjelasan atau intentionally structuring kelompok eksperimen saat pembelajaran pendidikan jasmani sehingga mendapat peningkatan jauh di atas kelompok control.

scholarly journals The Effectiveness of Cooperative Learning Method (Student Team Achievement Divisions) in Christian Education

2018 ◽  
Vol 1 (3) ◽  
pp. 45
Author(s):  
Sandy Ariawan
Keyword(s):  
Cooperative Learning ◽  
Christian Education ◽  
Learning Method ◽  
Vocational High School ◽  
Paired Sample ◽  
Post Test ◽  
Quasi Experimental ◽  
Method Student ◽  
Character Building ◽  
Student Team

This study aimed to evaluate the use of cooperative learning method (Student Team Achievement Division) in character subject in Christian Education among State Vocational High School 8 Malang. A total of 26 students were involved in the study, separated in two classes. The first class was treated with Cooperative Learning Method and the other class as a control class. Student achievement was measured based on the pre-test and post-test. The result obtained from this study, using quasi-experimental design with paired sample T-test, sig. (0,002) < 0,05, indicated that the Cooperative Learning Method is effective in Christian education. From the finding of this study, it is recommended cooperative learning method as one of the appropriate method and practices in character building for Christian Education.

scholarly journals PENGARUH PENERAPAN PEMBELAJARAN KOOPERATIF THINK-TALK-WRITE TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIK SISWA SMP KELAS VII BERDASARKAN GENDER

2019 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Wahyu Hidayat ◽  
Novia Rahma Sari ◽  
Sopia Agustina ◽  
Elfia Sri Rahayu ◽  
Rusli Cahya Saepudin ◽  
...  
Keyword(s):  
Cooperative Learning ◽  
Significant Influence ◽  
Research Method ◽  
Communication Skill ◽  
Research Data ◽  
Female Students ◽  
T Test ◽  
Male Students ◽  
Paired Sample ◽  
Sample Test

The aims of this research is to know the influence of cooperative learning think-talk-write (TTW) to students' mathematics communication skill. This research was conducted on one group that is class VII-C in MTs Negeri 1 Kota Cimahi. This research method used pre-experimental one group pretest-posttest design. Analysis of this research data using paired sample T-test and independent sample test T-test. The results of this research are 1) the significant influence of cooperative learning TTW on mathematics communication skill of male students and female students, 2) no difference between the achievement of mathematics communication skill of male students with the achievement of mathematics communication skill female students.

Epistemic and relational conflicts in sharing identical vs. complementary information during cooperative learning

2002 ◽  
Vol 61 (3) ◽  
pp. 139-151 ◽  
Author(s):  
Céline Darnon ◽  
Céline Buchs ◽  
Fabrizio Butera
Keyword(s):  
Cooperative Learning ◽  
Social Comparison ◽  
Positive Relationship ◽  
Learning Task ◽  
Control Group ◽  
Complementary Information ◽  
Relational Conflict ◽  
The Social ◽  
The University

When interacting on a learning task, which is typical of several academic situations, individuals may experience two different motives: Understanding the problem, or showing their competences. When a conflict (confrontation of divergent propositions) emerges from this interaction, it can be solved either in an epistemic way (focused on the task) or in a relational way (focused on the social comparison of competences). The latter is believed to be detrimental for learning. Moreover, research on cooperative learning shows that when they share identical information, partners are led to compare to each other, and are less encouraged to cooperate than when they share complementary information. An epistemic vs. relational conflict vs. no conflict was provoked in dyads composed by a participant and a confederate, working either on identical or on complementary information (N = 122). Results showed that, if relational and epistemic conflicts both entailed more perceived interactions and divergence than the control group, only relational conflict entailed more perceived comparison activities and a less positive relationship than the control group. Epistemic conflict resulted in a more positive perceived relationship than the control group. As far as performance is concerned, relational conflict led to a worse learning than epistemic conflict, and - after a delay - than the control group. An interaction between the two variables on delayed performance showed that epistemic and relational conflicts were different only when working with complementary information. This study shows the importance of the quality of relationship when sharing information during cooperative learning, a crucial factor to be taken into account when planning educational settings at the university.

Current Progress in Cooperative Learning

1991 ◽  
Vol 36 (10) ◽  
pp. 860-861
Author(s):  
Morton Deutsch
Keyword(s):  
Cooperative Learning

Which forms of active learning are most effective: Cooperative learning, writing-to-learn, multimedia instruction, or some combination?

2017 ◽  
Vol 3 (4) ◽  
pp. 257-271 ◽  
Author(s):  
Jeremy E. Sawyer ◽  
Rita Obeid ◽  
Dennis Bublitz ◽  
Anna M. Schwartz ◽  
Patricia J. Brooks ◽  
...  
Keyword(s):  
Active Learning ◽  
Cooperative Learning ◽  
Writing To Learn ◽  
Multimedia Instruction

THE EFFECT OF COMIC STRIPS ON SECONDARY EFL STUDENTS’ READING COMPREHENSION AND WRITING ABILITY

2018 ◽  
Vol 2 (2) ◽  
pp. 43-57
Author(s):  
M. Ridhwan ◽  
Muhammad Taufik Ihsan ◽  
Naskah Naskah
Keyword(s):  
Reading Comprehension ◽  
Hypothesis Testing ◽  
Null Hypothesis ◽  
Test Group ◽  
T Test ◽  
Comic Strips ◽  
Writing Ability ◽  
Paired Sample ◽  
And Control ◽  
Test Treatment

The purpose of this study was to investigate the significant effect of using comic strips strategy toward students’ reading comprehension and writing ability at MTsN 1 Pekanbaru. A Quasi-Experimental by Non-equivalent Pre-test and Post-test Group was applied as a designed for study. The sample was two classes (VIII 3 and VIII 4) consisting 20 students of treatment class, and 20 students of control class. The data were computed using SPPS 20.0 to analyze Independent sample t-test and Paired sample t-test. The finding of this study revealed that there was a significant effect on students’ reading comprehension by using comic strips strategy, it shown on paired sample t-test; treatment class was 77 and control class was 64.5, the hypothesis testing showed the result of post T-test -7.149, then score of sig.(2-tailed) is 0.000, if we act to null hypothesis (Ho) that is 0.05, it means that the score of sig.(2-tailed) was smaller than score of Ho. The data also revealed that there was a significant effect on students’ writing ability, it shown on paired sample t-test; treatment class was 79.6 and control class was 54.2, the hypothesis testing showed the result of post T-test -21.9, then score of sig.(2-tailed) is 0.000, if we act to null hypothesis (Ho) that is 0.05, it means that the score of sig.(2-tailed) was smaller than score of Ho. Therefore, the null hypothesis was rejected and the alternative hypothesis was accepted. From those data it can be summarized that there is a significant effect of using comic strips strategy on students’ reading comprehension and writing ability.

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